1. Framework for an Effective Statewide System of Support
Center on Innovation & Improvement

2. The System of Support and the SEA

3. Functions of the SEA Provide information Set standards
Distribute resources
Monitor compliance
Assist with improvement
Intervene to correct deficiencies

4. SEA Functions, Processes, and Supports
Shaded Areas Represent Statewide System of Support – Local Capacity Building
Degree of Shading Symbolizes Intensity and Duration of Support

5. Framework for a System of Support

6. What is a Statewide System of Support?
All that a state does to support the continuous improvement of its schools by:
building systemic capacity for improvement,
differentiating assistance to build local capacity for improvement,
opening windows of opportunity for improvement, and
providing incentives for improvement.

7. The SSOS Framework Incentives Capacity Opportunity
And Evaluate the Process and Results

8. Interplay of the Framework Components: Helping People Change

9. State Support for School Improvement
Systemic Support for Improvement
Building Local Capacity for Improvement

10. Systemic Support for Improvement
States Establish a Culture of Improvement by:
providing incentives (positive and negative) for districts and schools to take the reins in their own improvement;
removing regulatory barriers to local ingenuity and encouraging innovation;
enhancing the supply of high-quality leaders and teachers, especially for hard-to-staff districts and schools; and
providing sophisticated planning and data systems as tools for improvement.

11. Local Capacity for Improvement
States Build Local Capacity for Improvement by providing
The means to determine performance
The means to diagnose operations
Planning templates aligned with diagnosis
Improvement plan
Service plan
Resources and services aligned with diagnosis and planning
Monitoring and reporting of progress

12. Building Local Capacity
Culture of Candor
Leadership
Effective Teams
Collegial Coaching/Learning
Open scrutiny of data from both sides of equation
What students learn
What adults do that affects what students learn
Indicators of Effective Practice
Guideposts for effective practice
Plain language, behavioral indicators
Aligned with research base
Drivers of planning and improvement
Necessary in a Culture of Candor

13. The Challenge for States
States are challenged to simultaneously:
strengthen the foundational system of education, including the supply of human capital, and strong accountability, planning, and data systems;
provide incentives and opportunity for districts and schools to drive their own continuous improvement, innovate, and get results;
efficiently diagnose and remediate specific deficiencies in districts and schools making inadequate progress; and
rid the state of the pockets of chronic low performance.

14. Differentiating Supports and Interventions

16. Improvement Trajectory Means of Diagnosis and Planning
Current Performance
Capacity for Change
Improvement Trajectory
Means of Diagnosis and Planning
Adequate and steadily improving
Strong
Continuous
Self-assessment and planning or coached self-assessment and planning
Inadequate and not improving or improving at slow rate
Moderate
Rapid
Coached self-assessment and planning and/or external review
Chronically inadequate and not improving
Weak
Turnaround
External review to determine turnaround method; leader-directed and coached self-assessment and planning thereafter in district-managed turnarounds
Null
Closure

17. The District Role

18. District Role Primary driver of its own improvement
Primary provider of support for improvement of its schools
Partner with state in addressing low-performing schools

19. District Capacity for Improvement
the operational effectiveness of the central office and board in taking care of district functions;
the district’s infrastructure for school leadership, teaching, and learning; and
the district’s support for the improvement of individual schools.

20. SSOS Operations Manual

21. Building Local Capacity – the SSOS Operations Manual
Clarify the purpose of the SSOS
Describe roles and responsibilities
Outline processes and procedures
Provide timeline
Basis for operation, updated to reflect changes
Guidance for SEA, districts, schools, partners

22. Purpose and Mission of SSOS
What?
Why?
Incentives
Opportunity
Systemic Capacity
Local Capacity

23. Vision
How the SSOS will look when optimally implemented, and the results for districts and schools.

24. Building Local Capacity

25. Organization of the SSOS
Narrative description of organizational structure and relationship to SEA departments, Partner Organizations, Others, with brief Role descriptions
Central Administration
Coordinating Team
Administrative Structure
Regional Level
Structure and Organization
Primary Responsibilities
Partners
By Organization Name
 School Support Teams
How organized
Primary Responsibilities
Distinguished Educators, Change Agents, Instructional Specialists, Consultants

26. Organization Chart Graphic display of organizational structure
Positions
Supervisory relationships (hierarchy)
Include positions from narrative description

27. Cycle of Support

28. Targeting Supports - Example

29. Cycle – Targeting Supports to District/School Need
Narrative description of table from above
Identifying Schools to Receive Assistance (Years AYP based on Assessments, Etc.)
 Assessing (Diagnosing) District/School Need  (methods of diagnosing specific needs for services; data sources, instruments, processes)  
Level 1—Schools in Improvement Status.
Level 2 – Schools in Corrective Action.
Level 3—Schools in Restructuring.
  Planning for Improvement
Level 1, first year in Improvement Status:
 Level 1, second year in Improvement Status:
 Level 2, schools in Corrective Action:
 Level 3, schools in Restructuring:
 Providing Support (related to menu of support]
 See Menu of Available Services, which includes the services for each Level of Support and is aligned with the xx variables and x categories for school improvement.
Level 1: Services available to Level 1 schools in second year of Improvement Status
Level 2: Services available to Level 2 schools in Corrective Action
Level 3: Services available to Level 3 schools in Restructuring
Monitoring Progress
Mid-Year Progress Reports:
Year-End Progress Reports:

30. Timeline for Levels of Support – Example – Level 1 (Imp. Yrs. 1-2)

31. Timeline for Levels of Support – Example – Level 2 (Corrective Action)

32. Timeline for Levels of Support – Example – Level 3 (Restructuring)

33. Comprehensive Needs Assessment/Review Process - Example
[Describe diagnostic/needs assessment and review processes, including instruments used.]
Assessing Need in the Cycle of Support
The Comprehensive Needs Assessment (CNA) is used for all three levels. Review teams (Levels 2 and 3) supplement the CNA with instruments to specifically gauge school operations on 17 scales in four of the five elements). See Table 3 below.
Level 1—Schools in Improvement Status. Self-assessment (CNA) conducted by the School Improvement Team and aligned with School Improvement Plan. Contact person from district School Support Team assists the school with the assessment and plan in the second year of Improvement Status.
Level 2 – Schools in Corrective Action. Assessment conducted by a visiting review team (two or more team members, assigned by the district-level School Support Team and typically serving on the School Support Team) in conjunction with the School Improvement Team and aligned with the School Improvement Plan (now called a Corrective Action Plan) and Service Plan. Review team supplements the standard CNA with instruments to gauge school operation on 17 scales in 4 elements. See Table 3 below.
Level 3—Schools in Restructuring. Conducted by a visiting review team (two or more team members, assigned by the district-level School Support Team and typically serving on the School Support Team) in conjunction with the Restructuring Team (the School Improvement Team with 3 additional members assigned by the district-level School Support Team, including two community members and one district personnel) and aligned with the School Improvement Plan (now called a Restructuring Plan) and Service Plan. Review team supplements the standard CNA with instruments to gauge school operation on 17 scales in 4 elements. See Table 3 below.
Note: Entries are for example only.

34. Diagnostic Instrument and Sources of Evidence
Describe needs assessment and diagnostic instruments, their indicators, and sources of evidence. See Operations Manual Template.

35. District Improvement Plan and Process
Insert template and explain

36. School Improvement Plan and Process
Insert template and explain

37. Corrective Action Plan and Process
Insert template and explain

38. Restructuring Plan and Process
Insert template and explain

39. Service Plan
Services aligned with needs from needs assessment, including in Plan
[Insert here the Template for a Service Plan and instructions.]
The Service Plan includes:
Improvement Elements and Variable(s) to be Addressed
Objectives to be Achieved
Person(s) or Organizations Responsible for Delivering Service
School Staff to Receive Service
Description of Service
Timeline for Services Delivered
Criteria for Determining Effectiveness of Services Received
The Service Plan shows alignment with SIP, CAP, or RP and with Menu of Available Services.

40. Menu of Available Services
SSOS services available through SEA, partners, approved vendors
Aligned with elements of needs assessment, improvement plan, service plan
Varied by Level

41. Mid-Year Progress Report
Template and explanation
Varied by Level
Aligned to needs assessment, plan, service plan
Who prepares? When due? How submitted? How reviewed?

42. Year-End Progress Report
Template and explanation
Varied by Level
Aligned to needs assessment, plan, service plan
Who prepares? When due? How submitted? How reviewed?

43. Other Information to Consider
School Improvement standards, indicators, as included in needs assessment, plan
Links to resources
Contact information

44. Center on Innovation & Improvement www.centerii.org